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To Download Punctuation “Theater” Punctuation “Theater” a kinetic approach to learning punctuation by Ellen J. McHenry Introduction: This little mini-unit is a fun way to learn or review punctuation-- a subject which can be tedious and boring. These activities are fun for everyone and can be used in a mixed group with students of varying levels. (One of my groups had a non-reader sitting right next to a profoundly gifted reader and both students had a great time and didn’t complain a bit.) This approach to punctuation works especially well with audio learners and kinetic learners, for whom it is often diffi cult to fi nd resources. NOTE: Please do not rely on this unit as your sole curriculum! This is intended to be a supplement, not a complete curriculum. Content: This unit deals with just the punctuation marks that are used between words, not within them. I don’t cover hyphens or apostrophes. The marks covered in this unit are: -- period -- question mark -- exclamation point -- comma -- colon -- semicolon -- dash What you will need: The punctuation marks will be represented by sounds. You will need to provide simple rhythm instruments of some kind, either purchased or homemade. A basic, inexpensive rhythm instrument set is fi ne. The only “extra” I recommend is a good- quality slide whistle (to represent the exclamation point and question mark). (Sterilize the slide whistle with rubbing alcohol and a tissue between users.) You may also need some photocopies or sentences printed onto poster board for a few of the activities. Your particular situation will dictate what you need. What I used for each mark: Period: one drum beat (drum was made from an oatmeal can) Comma: “guiro” (the instrument that looks like a cylinder with notches on the top, and makes a “ratchet” sound) Exclamation point: slide whistle (going down), then a drum beat for the dot at the bottom Question mark: slide whistle (going up), then a drum beat for the dot at the bottom Colon: bongo drum turned vertical to look like a colon Semicolon: just one bongo (the top one), followed by drum beat (the “period” drum) Dash: either shake of tambourine, or blow of “siren” whistle (different from slide whistle) You don’t need to use what I used; you can use whatever is convenient and appropriate for your group. LESSON ONE: How to end a sentence In this lesson, the students will learn (or review) the following: 1) A sentence is a complete thought. A sentence needs some kind of action and a person or thing who is doing the action. (In the case of simple comparisons, such as, “The ball is blue,” you can say the ball is being blue.) 2) A group of words that is not a complete thought is called a fragment. You can’t use ending punctuation with a fragment. 3) The three marks that end a sentence are the period, the exclamation point, and the question mark. 4) You can use an exclamation point with a question mark to indicate a question that is said very loudly. 8 READ FOLK TALE #1 (The folk tales are at the end of this booklet.) (Yes, do all the voices and make it interesting and funny!) 8 READ (or paraphrase) THIS INFORMATION TO THE STUDENTS: A sentence is a group of words that makes a complete thought. To have a complete thought, you must have two things: an action, and someone or something who is doing the action. A group of words that is missing one of these parts isn’t a complete thought and therefore isn’t a sentence. We call these incomplete thoughts “fragments.” You don’t want to use fragments in your writing because it confuses your readers. You need to give your readers complete thoughts. At the end of your complete thought, you need to put a punctuation mark to tell your readers you are done with your thought. There are only three marks to choose from: a period, an exclamation point, and a question mark. Each one tells your reader how to say the sentence. What kind of sentence ends with a period? (pause for students to give answers) What about an exclamation point? And a question mark? What would it mean if you saw a question mark followed by an exclamation point? Activity #1 Identifying sentences and sentence fragments Tell the students to listen carefully to each group of words below. If it is a complete thought, stomp your foot at the end. If it is a fragment, don’t stomp. 1) The lion roared. (STOMP) 2) Flies buzz. (STOMP) 3) The zebra is grazing out on the savannah. (STOMP) 4) The bear cub in the den (Did what?) 5) Getting a drink by the well (Who was drinking?) 6) The skunk crossed the street. (STOMP) 7) Outside after dark in the cold rain (Then what happened?) 8) because she was getting sick of it (What did she do because she was getting sick of it?) 9) The centipede, afraid of being eaten, hid under a log. (STOMP) 10) Madagascar, being the largest island off the east coast of Africa (Madagascar is or does what?) 11) not long after the barn caught on fi re and the cows got out (What happened not long after?) 12) Instead of raining, it snowed. (STOMP) Suggestion: Go around the group and have each student make up a complete sentence and a sentence fragment. Thinking up a fragment will be surprisingly diffi cult for younger students. 1 8 MORE INFORMATION FOR THE STUDENTS: Sometimes sentences with exclamation points seem to have no one doing the action. In this case, the doer of the action is assumed to be “you,” meaning the person being spoken to. The technical term for a sentence like this is an “imperative.” Here are some examples: Stay back! Wake up! Don’t bother me! Sometimes it sounds okay to put a punctuation mark on just one or two words and treat them as if they were a sentence, even though they aren’t. Here are some examples: Why not? Really? Weird! No! Activity #2 A group activity about periods, exclamation points, and question marks For this activity you will need to divide your group in half. One half will start out being the readers while the other half plays the instruments. Halfway through the activity they’ll switch. The size of your group will determine how much sharing of the instruments will be necessary. You may assign one person to do all the “dots” (the period and the dots at the bottom of the exclamation point and question mark) or you may want to have three people doing the dots, one for each mark. (See the list at the beginning of the book for suggestions about which instruments should be used for each mark.) The readers need to read their sentences in such a way that the instrumentalists will be able to discern the correct punctuation. Those punctuation marks are there for a reason! You can either photocopy this page and give a copy to each reader, or you may want to copy the sentences onto separate index cards to be distributed to the readers. 1) The giraffe at the zoo stretched its neck to reach the tree branches. 2) How do you feel about spiders? 3) Who let the dogs out? 4) Don’t shake that soda bottle! 5) The dog’s barking is driving me crazy! 6) It’s milking time at the dairy farm. 7) The skunk was crossing the road. 8) This video game is awesome! 9) The cannon fi red and missed. 10) Who was the fi rst man on the moon? 11) The sun is 93 million miles away. 12) The sun is 93 million miles away? 13) The sun is 93 million miles away! 14) Little green men came out of the space ship. 15) Little green men came out of the space ship! 16) Little green men came out of the space ship? 17) Beware of the one-legged man! 18) People who live in glass houses shouldn’t throw stones. 19) The chef made green eggs and ham. 20) The chef made green eggs and ham? 21) Really? 22) Really! Feel free to add more sentences of your own! 2 LESSON TWO: Commas In this lesson, the students will learn (or review): 1) How to use commas to separate things in a series. 2) How to use commas with geography words such as cities, states, and countries. 3) How to use commas before and after names in a sentence when the name is used as a term of address. 4) How to use commas after opening phrases. 5) How to use commas before and after parenthetical phrases in the middle or at the end of a sentence. 8 READ (or paraphrase) THIS INFORMATION TO THE STUDENTS: If a sentence contains a list of three or more things, put a comma between them to keep them separated. When you are reading a sentence out loud and you come to a comma, your voice should pause just for a second so your listener can hear the comma. Sometimes writers prefer to leave out the comma after the next-to-last item in the series. This is also considered to be correct. In this booklet, we’ll keep that comma in place so it’s easier to punctuate the sentence by listening. Activity #3 Listening for commas You may want to do this activity as a group, with the students clapping for commas and stomping for periods, or you may want to do it the same way you did activity #2, with students doing the reading and playing the instruments.
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